Instructional Goals

This set of artifacts is from Albany Park Multicultural Academy in Chicago. A teacher team constructed the Performance Assessment outline that is based on state goals for social studies mandated by Illinois. It focuses on student outcomes across the curriculum for a social studies project--the students will be expected to achieve by completing the history project.

The grading rubric is also included. It provides a more in-depth look at the criteria for assessing a history fair project--for evaluating the goals and outcomes for various aspects of the project, such as the knowledge demonstrated, the quality of the presentation, the quality of the analysis, and the quality of the sources.

State Goal: (Social Sciences)

• Understand and analyze comparative political and economic systems, with an emphasis on the political and economic systems of the United State.

• Understand and analyze events, trends, personalities, and movements shaping the history of the world, the United States, and Illinois.

• Demonstrate a knowledge of the basic concepts of the Social Sciences and how these help to interpret human behavior.

• Read, comprehend, interpret, evaluate, and use written material.

Outcomes:

Language Arts
• Write effectively in different modes.

• Give oral presentations.

• Use language, including home language, to generate and develop topics, and works of personal interest.

Science

• Analyze interactions/relationships between world cultures and science; identify achievements in scientific enterprises.

Fine Arts

• Analyze significant works in the arts that reflect society, various world cultures, and historical periods.

Math

• Develop an understanding of geometric figures and relationships.

Social Sciences

• Analyze primary source documents.

• Exhibit an understanding of the chronology and significance of the major historical, political, social and economic events contributing to the development and growth of the U.S.A.

• Recognize how the allocation of resources affects the attitudes and behaviors of people at the national and international levels.

• Analyze and explain the influence of mass communicatio and technology on society's values, beliefs, and behaviors.

• Analyze how contemporary issues influence society's values and the civic responsibility of an individual to be aware of them.

• Exhibit an understanding of economic principles as an informed consumer.

Standard: (What the students will actually do)

• Research an historical topic which shows change over time

• Use five sources of information

• Present your findings through a written paper, a visual display, a dramatic presentation, a video, or other creative mode approved by the instructor.

Expectations:

• 75% of students will be able to meet each standard above.

Benchmark Grade: 8

History Fair Project

Scale: 4

Scale Length: 4

Scale #1: Knowledge

4

• Demonstrates a thorough, accurate, and coherent explanation of the topic.

• Clearly identifies theme for the project.

• Appropriate and relevant facts are gathered and well organized.

3

• Demonstrates a fairly thorough and reasonably accurate explanation of the topic.

• Adequately identifies theme for project.

• Facts gathered are adequate but minimal.

2

• Partial explanation of topic given with key elements missing.

• Theme is not identified correctly.

• Facts are muddled and disorganized.

1

• No explanation of topic.

• Theme not presented appropriately.

• Basic information is inadequate.

Scale #2: Quality of Presentation

4

• Topic is related to theme and is presented imaginatively.

• The exhibit is extremely creative and effectively tells a clear, concise story that stands on its own.

3

• Topic is related to the theme.

• The exhibit is interesting and tells a clear story that stands on its own.

• The project adequately flows from beginning to end.

• Good physical appearance of project.

• Minor flaws in attention to detail in terms of typing, proofreading, neatness, etc.

2

• Topic shows vague references to the theme.

• The exhibit tells an unclear story and is missing vital elements.

• The project cannot stand on its own.

• Major errors in attention to detail.

1

• Topic is not related to the theme.

• No exhibit.

• Overall project lacks clarity.

• Gross errors in attention to detail.

Scale #3: Quality of Analysis

4

• Clearly tells a story of change over time.

• Effectively deals with a problem or question and proceeds to resolve or answer it.

• Formulates a conclusion statement.

• Strong supportive arguments are used.

• Resolutions are persuasive and based on research.

3

• Tells a story of change over time.

• Addresses problems and resolves them.

• Supportive arguments are somewhat clear and organized.

• Resolutions are fairly persuasive.

2

• Insufficiently tells the story of change over time.

• Project barely addresses problems.

• Arguments are vague and unclear.

• Shows little evidence of resolution of problem.

1

• Project fails to tell story of change over time.

• Project scarcely addresses problems.

• Arguments are not supported.

• Problems are not resolved.

Scale #4: Quality of Sources

4

• Bibliography includes exceptional sources.

• Sources consulted include several institutions.

• Bibliography includes a wide variety of primary and secondary sources.

3

• Bibliography includes sufficient sources.

• Sources consulted include one or two institutions.

• Bibliography includes a sufficient number of primary and secondary sources.

2

• Bibliography lacks sufficient sources.

• Sources consulted included at least one institution.

• Bibliography included an insufficient number of primary and secondary sources.

1

• Bibliography is inaccurate or missing.

• No institutions were consulted.